REGULAR MEETING OF THE BOARD AGENDA - Better...

TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD / Regular Meeting of the Board / Public Agenda 1

REGULAR MEETING OF THE BOARD AGENDA

DATE: Tuesday, September 26, 2017 LOCATION: Lindsay Education Centre TIME: 6:30 p.m.

1 CALL TO ORDER

2 NATIONAL ANTHEM

3 DECLARATION OF POSSIBLE CONFLICT OF INTEREST

4 DELEGATIONS/PRESENTATIONS

4.1 Young Warriors-------------------------------------------------------------------------------- K. MacIver

5 APPROVAL OF THE AGENDA/ADDITIONS

6 ACTION ITEMS:

6.1 Approval: Board Minutes dated August 29, 2017 ------------------------------------ (pgs.3-6)

6.2 Adoption: Committee of the Whole minutes dated September 12, 2017 ----- (pgs.7-9)

6.3 Recommendations from September 12, 2017 ---------------------------------------- B. Reain (pg.10)

6.4 Recommendations from In-Camera ----------------------------------------------------- L. Hope

6.5 ADMINISTRATIVE REPORTS:

6.5.a 2017-2018 Strategic Action Plan ------------------------------------------------- L. Hope (pgs.11-15) 6.5.b 2016-2017 Program Enhancement Report ------------------------------------ L. Hope (pgs.16-34) 6.5.c Elementary EQAO Assessments Report ---------------------------------------- A. Gillespie /

-------------------------------------------------------------------------------------------- K. MacIver (pg.35) 6.5.d Secondary EQAO Assessments Report ----------------------------------------- B. Barrett /

-------------------------------------------------------------------------------------------- K. MacIver (pg.36)

6.6 TRUSTEE REPORTS:

6.6.a SEAC Minutes dated June 6, 2017 ----------------------------------------------- J. Byrne (pgs.37-42)

1/42

TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD / Regular Meeting of the Board / Public Agenda 2

7 INFORMATION ITEMS (VERBAL)

7.1 ADMINISTRATIVE REPORTS: (verbal)

7.1.a Administrative Update -------------------------------------------------------------- L. Hope 7.1.b System Update ----------------------------------------------------------------------- C. Shedden

7.2 STUDENT TRUSTEE REPORTS (verbal):

7.2.a G7 Student Senate Report -------------------------------------------------------- M. Hopkins 7.2.b OSTA-OECO Report ----------------------------------------------------------------- M. Hopkins

7.3 TRUSTEE REPORTS (verbal):

7.3.a OPSBA Report ------------------------------------------------------------------------- D. Morrison

8 CORRESPONDENCE

9 PUBLIC QUESTIONS AND COMMENTS

10 NEXT MEETING

DATE: Tuesday, October 10, 2017 LOCATION: VC Room – Haliburton County Education Centre VIDEO CONFERENCE: Rosseau Room – Muskoka Education Centre

Board Room – Lindsay Education Centre TIME: 6:30 p.m.

11 ADJOURNMENT

2/42

Trillium Lakelands District School Board Regular Meeting of the Board Public Session

1 Tuesday, August 29, 2017 Lindsay Education Centre

6:30 p.m.

Trillium Lakelands District School Board Regular Meeting of the Board

Public Session Date: Tuesday, August 29, 2017 Location: Lindsay Education Centre Time: 6:30 p.m. Present: D. Alton, S. Binstock, G. Brohman, J. Byrne, L. Clodd, M. Hopkins, D. Morrison,

B. Reain, C. Wilcox Regrets: J. Saunders Administration: B. Barrett, W. Browne, A. Gillespie, D. Golden, L. Hope, B. Kaye, K. MacIver,

D. Scates, C. Shedden, C. Young 1. CALL TO ORDER

The meeting was called to order at 6:47 p.m.

2. NATIONAL ANTHEM 3. DECLARATION OF POSSIBLE CONFLICT OF INTEREST

Trustee Reain declared a conflict of interest with the recommendations from in-camera regarding the Employee Services Staffing Report.

4. DELEGATIONS/PRESENTATIONS

4.1. Summer Learning

Superintendent of Learning Gillespie introduced Nora Leeder, the administrator of the Summer Learning Program, who shared with the board details of the events and learning that occurred during the summer months. Students and staff shared their experiences.

4.2. Swearing in of Student Trustee Director Hope officially welcomed Madeline Hopkins and swore her in as the 2017-2018 Student Trustee.

5. APPROVAL OF AGENDA/ADDITIONS Additions: 4.2 Swearing in of Student Trustee – Director Hope

18-08-01 J. Byrne / B. Reain

THAT THE AGENDA BE APPROVED AS PRESENTED. Carried.

3/42



6:30 p.m.

6. ACTION ITEMS

6.1. Approval: Board Minutes dated June 13, 2017

18-08-02 D. Morrison / G. BrohmanTHAT THE MINUTES OF THE BOARD MEETING DATED JUNE 13, 2017 BE APPROVED. Carried.

6.2. Recommendations From In-Camera

18-08-03 D. Alton / G. BrohmanTHAT THE EMPLOYEE SERVICES STAFFING REPORT DATED AUGUST 29, 2017 BE APPROVED. Carried.

6.3. Administrative Reports

6.3.a. Suspensions and Expulsions Report Superintendent of Learning Barrett presented trustees with a review of the 2016-2017 Suspensions and Expulsions data.

THE 2016-2017 SUSPENSIONS AND EXPULSIONS REPORT WAS PRESENTED FOR INFORMATION.

6.3.b. Rural Education Funding Report Director Hope updated trustees in regard to funding received from the Ministry of Education to support rural education.

THE RURAL EDUCATION FUNDING REPORT WAS PRESENTED FOR INFORMATION.

6.3.c. Board Committees – Trustee Membership 2017-2018 Director Hope presented to trustees the schedule of 2017-2018 board committee meetings. Chair Clodd invited trustees to complete a form that will be provided at a later date, indicating which committees they would like to participate in.

THE 2017-2018 STATUTORY BOARD COMMITTEES SCHEDULE WAS PRESENTED FOR INFORMATION.

6.4. Trustee Reports

6.4.a. SEAC Minutes – June 6, 2017 Trustee Binstock presented the SEAC minutes from the June 6, 2017 meeting.

THE SEAC MINUTES DATED JUNE 6, 2017 WERE RECEIVED FOR INFORMATION.

4/42



6:30 p.m.

7. INFORMATION ITEMS (VERBAL)

7.1. ADMINISTRATIVE REPORTS

7.1.a. Summer Construction Update Report Assistant Superintendent of Business Young provided an update on the construction projects that have occurred during the summer months.

7.1.b. Administrative Update Director Hope updated trustees on the following items and events:

Preparation for the new school year is well under way.

The summer conference for administrators was a success. Administrators new totheir role were also welcomed at a second conference.

Speaker Sandra Herbst offered support to schools regarding assessment evaluation,classroom culture and will return in December.

Students and staff from Honey Harbour Public School have moved into the formerCatholic school in Honey Harbour.

Anticipate a final report by November regarding the alignment of trustees for theCity of Kawartha Lakes.

7.1.c. System Update District Manager Shedden provided an update on upcoming events and department initiatives.

7.2. STUDENT TRUSTEE REPORTS

7.2.a. G7 Student Senate Report Student Trustee Hopkins updated the board on G7 Student Senate plans for the new school year.

7.2.b. OSTA-AECO Report Student Trustee Hopkins reported on recent and upcoming OSTA-AECO activities and information.

7.3. TRUSTEE REPORTS

7.3.a. OPSBA Report Trustee Morrison provided an update on recent OPSBA information and activities.

8. CORRESPONDENCEThere was no correspondence.

9. PUBLIC QUESTIONS AND COMMENTSThere were no questions or comments from the public.

5/42



6:30 p.m.

10. ADJOURNMENT

18-08-04 J. Byrne / B. ReainTHAT THE BOARD DO NOW ADJOURN AT 7:50 P.M. Carried.

Louise Clodd, Chairperson of the Board Larry Hope, Director of Education

Wendy Browne, Recording Secretary

6/42

Trillium Lakelands District School Board Committee of the Whole Meeting of the Board

Public Session

Date: Tuesday, September 12, 2017 Location: Muskoka Education Centre Video Conference: Lindsay Education Centre

Haliburton County Education Centre Time: 6:30 p.m.

Present: D. Alton, S. Binstock, G. Brohman, J. Byrne, L. Clodd, M. Hopkins, D. Morrison,B. Reain, J. Saunders

Administration: B. Barrett, A. Gillespie, D. Golden, L. Hope, B. Kaye, K. MacIver, C. Shedden,D. Scates, C. Young

1. CALL TO ORDER

The meeting was called to order at 7:21 p.m.

2. DELEGATIONS/PRESENTATION

3. DECLARATION OF POSSIBLE CONFLICT OF INTEREST

None were declared.

4. APPROVAL OF THE AGENDA/ADDITIONS

G. Brohman / D. MorrisonTHAT THE AGENDA BE APPROVED . Carried.

5. ACTION ITEMS

5.1. Administrative Reports

5.1.a. Treasurer’s Report Superintendent of Business Services Kaye provided the board with a Treasurer’s Report as of May 31st, 2017.

THE TREASURER’S REPORT WAS RECEIVED FOR INFORMATION.

5.1.b. 2016-2017 Strategic Action Plan – Final Report Director Hope presented the 2016-2017 Strategic Action Plan final report. Each Superintendent of Learning provided an update to trustees.

THE 2016-2017 STRATEGIC ACTION PLAN – FINAL REPORT WAS RECEIVED FOR INFORMATION.

7/42

Trillium Lakelands District School Board Committee of the Whole Meeting Public Session

2 Tuesday, September 12, 2017 Muskoka Education Centre

6:30 p.m.

5.1.c. 2016-2017 Transportation Report Assistant Superintendent of Business Young presented the 2016-2017 Transportation Report.

THE 2016-2017 TRANSPORTATION REPORT WAS RECEIVED FOR INFORMATION.

5.1.d. 2016-2017 Occupational Health and Safety Report Superintendent of Employee Services Scates presented the 2016-2017 Occupational Health and Safety Report.

THE 2016-2017 OCCUPATIONAL HEALTH AND SAFETY REPORT WAS RECEIVED FOR INFORMATION.

5.1.e. Audit Committee Report (Public Portion) Superintendent of Business Kaye presented the public portion of the Audit Committee Report.

THE AUDIT COMMITTEE REPORT WAS RECEIVED FOR INFORMATION.

5.1.f. HR-4045 Disability Management – Early Intervention and Return to Work Policy Superintendent of Employee Services Scates presented the HR-4045 Disability Management – Early Intervention and Return to Work Policy.

D. Morrison / L. CloddTHAT THE HR-4045 DISABILITY MANAGEMENT POLICY BE APPROVED. Carried.

5.1.g. HR-4046 Disability Management – Early Intervention and Return to Work Procedure

Superintendent of Employee Services Scates presented the HR-4046 Disability Management – Early Intervention and Return to Work Procedure.

THE HR-4046 DISABILITY MANAGEMENT PROCEDURE WAS RECEIVED FOR INFORMATION.

5.2 Trustee Reports:

6. INFORMATION ITEMS (VERBAL)

6.1. Administrative Reports (verbal)

6.1.a. Enrolment Update

Superintendent of Employee Services, Dianna Scates provided preliminary enrolment numbers after the first week of the 2017-2018 school year.

6.1.b. Administrative Update

Director Hope updated trustees on the following:

Overall start up is a good news story with very few challenges to address

Visited over a dozen schools during the first week back.

Program enhancement opportunities are out with deadline of September 20th

8/42

Trillium Lakelands District School Board Committee of the Whole Meeting Public Session

3 Tuesday, September 12, 2017 Muskoka Education Centre

6:30 p.m.

WE Schools report exemplifies our focus on well-being for students, as well as thestaff who stand behind the students

6.1.c. System Update

Director’s Office Manager Shedden provided an update on upcoming events.

6.2. Student Trustee Reports (verbal)

6.2.a. G7 Student Senate Report

Student Trustee Hopkins reported on recent G7 Student Senate activities.

6.2.b. OSTA-AECO Report

Student Trustee Hopkins provided an update on activities with OSTA-AECO.

6.3. Trustee Reports (verbal)

6.3.a. OPSBA Report

Trustee Morrison provided an update around recent events.

6.3.b. Two Minute Update

Trustee Chair Clodd visited Honey Harbour Public School on the first day of school tosee children in their new building.

7. CORRESPONDENCE

8. QUESTIONS AND COMMENTS

9. Next Meeting

Date: Tuesday, September 27, 2016 Location: Board Room – Corporate Office, Lindsay Education Centre Time: 6:30 p.m.

10. MOTION TO ADJOURN

C. Wilcox / L. CloddTHAT THE BOARD DO NOW ADJOURN AT 8:45 P.M. Carried.

___________________________________ _________________________________ Bruce Reain, Vice Chairperson of the Board Larry Hope, Director of Education

Catherine Shedden, Recording Secretary

9/42

TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD Recommendations from Committee of the Whole

TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD

RECOMMENDATIONS FROM COMMITTEE OF THE WHOLE

DATE: September 12, 2017

TO: Trustees

ORIGIN: September 2, 2017 – Committee of the Whole Meeting

REFERENCE: September 26, 2017 – Regular Meeting of the Board

B. Reain /

THAT THE HR-4045 DISABILITY MANAGEMENT POLICY BE APPROVED.

10/42

TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD 1 Administrative Report

TRILLIUMLAKELANDSDISTRICTSCHOOLBOARD

ADMINISTRATIVEREPORT

DATE: September20,2017TO: TrusteesSUBJECT: 2017-2018StrategicActionPlanORIGIN: LarryHope,DirectorofEducationREFERENCE: BoardMeeting–September26,2017PURPOSE: Topresenttotrusteesthe2017-2018StrategicActionPlanforTrillium

LakelandsDistrictSchoolBoard.

CONTEXT: EachyearastrategicactionplanisdevelopedbytheDirectorof

Educationandsenioradministration.Thisplanisdevelopedfromthe2016-2021EmbraceLearningStrategicPlansetbytheBoard.

CONTENT: The2016-2017StrategicActionPlan,developedbysenior

administration,isdividedintothreesectionscorrespondingtothecommitmenttohighlevelofstudentachievementasoutlinedinthemulti-yearEmbraceLearningStrategicPlan:innovationandcollaborationforall;supportingthewell-beingofall;andvaluingthestrengthofeveryone’svoice.

The2017-2018StrategicActionPlanprovidestheBoardwithalistofalignedactionitemsthatcorrespondtoEmbraceLearningfocusareas.WehavechangedtheformatfortheactionplanthisyearwherespecificanddetaileddepartmentplanshavebeencreatedbyeachSuperintendentofLearning.The2017-2018StrategicActionplanaswellasindividualdepartmentplanswillbeavailableontheboardwebsite.Midwaythroughtheschoolyear,trusteeswillreceiveanupdateonprogresswiththeplan.InSeptemberof2018afinalupdateoftheplanwillbepresentedtotheBoard.

11/42

Multi-year Strategic Plan 2016-2021

Innovation and collaboration for allSupporting the well-being of allValuing the strength of everyone's voice

embracelearning

Strategic Action Plan2017-2018

12/42

In TLDSB we are committed to high levels of student achievement through:

We accomplish this by...

• identifying strengths and needs of each student to provide appropriate programming;• supporting innovation in the classroom;• advancing new technologies for learning;• providing relevant and timely learning opportunities;• learning in the natural environment;• enhancing the arts in our schools.

Key Priorities

1.1 Weave the principles of Feed All Four into all aspects of teaching and learning.

1.2 Know our learners to provide responsive instructional and assessment practices in all curriculum areas.

1.3 Engage multi-disciplinary teams to use Response to Intervention (RTI) to close gaps and communicate with parents.

1.4 Enhance understanding and practice of assessment, intervention, and documentation of students with special needs to support high levels of achievement.

1.5 Leverage technology as a tool to increase higher order thinking, close gaps, collaborate, and problem-solve during and beyond the school day.

1.6 Monitor our work at all levels (classroom, school, and system) to continually improve.

Innovation and Collaboration in Learning for All

13/42


• embedding Feed All Four (our body, mind, spirit, emotions) as our way of being;• growing and improving students through intentional assessment and evaluation;• using physical activity to improve our bodies and brains;• providing safe, caring, and inclusive learning environments; • increasing mental health understanding to reduce stigma.

Key Priorities

2.1 Create classroom communities through Feed All Four to enhance quality learning environments.

2.2 Develop student-speci�c strategies for self-regulation and advocacy within a rigorous learning environment.

2.3 Promote the belief that students do well if they can and that we all have a responsibility to be responsive to individual student needs.

2.4 Cultivate a positive sense of self, belonging, and contributing within a safe and equitable learning community.

Supporting the Well-being of All

14/42


• seeking student perspectives and responding to what we hear;• working alongside parents as partners in programming and learning;• strengthening a focus on being in service to our community;• welcoming collaboration with our community partners; • sharing our stories.

Key Priorities

3.1 Use monitoring at all levels (classroom, school, system) to tell our stories.

3.2 Collaborate regularly with students to gather their perspective to improve instruction, assessment, well-being, and school climate.

3.3 Engage parents as active participants in the teaching and learning process.

3.4 Re�ne community partnerships to support opportunities for student achievement and well-being.

Valuing the Strength of Everyone's Voice

15/42



ADMINISTRATIVE REPORT

DATE: September 20, 2017 TO: Trustees SUBJECT: 2016-2017 Program Enhancement Projects ORIGIN: Larry Hope, Director of Education REFERENCE: Board Meeting – September 26, 2017

PURPOSE: To report to trustees on the 2016-2017 Program Enhancement Projects

funded by the Program Enhancement Fund. CONTEXT: Trustees allocated $160,000 for Program Enhancement projects in the

2016-2017 budget. Unspent funds from the 2014-2015 Program Enhancement projects were added to the allocation. TLDSB staff members were invited to submit project applications in September. Trustees reviewed applications in October. 94 applications were approved for full or partial funding totalling $246,000.

CONTENT: Funded projects leads were asked to provide a report on their project. Attached is a project summary paragraph from each of the summary

reports. Full summary reports are available for review on request.

16/42

Program Enhancement Grant 2016-2017 Project Summary Report

PEG# 1

Project Title Horseback Riding At Woodridge Riding Centre

School(s) Bracebridge Alternate Education and Training Centre

Project Lead: Heather Spurling

Summary: As part of the Healthy Active Living Class we brought students to Woodridge Riding Centre on several occasions. The day consisted of stable chores, feeding, horse grooming, and riding. Students learned proper techniques for horse care, as well as how to safely mount and lead horses. Students also learned how to trot and post while on the horses. PEG# 2

Project Title Circus Training

School(s) BAETC

Project Lead: Liz Vandenberg

Summary: We did not end up going because the business moved out of town. PEG# 3

Project Title Embrace Reading-Haliburton AETC Library Improvement

School(s) Haliburton AETC

Project Lead: Kim Fairhall

Summary: By having additional books in our library that attracted different readers, we were able to engage more students to read. Heather Truscott was wonderful to provide several Aboriginal novels and books to our school. One student who identifies as Aboriginal was very successful in her ENG4C course as she was engaged in the topic of the Secret Path. She was able to make connections to her own family's past. As we were purchasing our inclusive materials, students who identified in the LGBTQ+ student body were given a voice in helping to purchase materials. One young man came to me asking for this material to read as he recently came out to our school community. This allowed a good conversation to occur between the teacher, the student and other classmates as he made a choice on the selection of books we had. Some of my reluctant readers enjoyed the graphic novels and were able to pick something to read during their courses. All in all, our students found options for reading and our level of reading increased. We also purchased instruction manuals for obtaining your licenses in Ontario and students have been able to obtain other skills with their help. PEG# 4

Project Title Balsam Lane Cyclers

School(s) Balsam Lane Learning Centre

Project Lead: Michael Holness

Summary: I asked for $1000.00 to cover the cost of two more bikes to round out my bike fleet. I was given the money I asked for and now we have 1 good quality bike for each of my students. No more borrowing! PEG# 5

Project Title Spruce Hill Mountain Racing Team

School(s) Spruce Hill Learning Centre

Project Lead: Rob Meyers

Summary: Mountain Bike Racing, since 2012 has been an integral part of the spring curriculum. Last year, we raced 3 times and this year we will race 6-7 times by the end of June. This longer period gives more time for the students to progress with their skills (improve their times) and move up to more challenging course options at Hardwood Hills. We have raced 3 times thus far with 3 more to go for sure, and perhaps 4 if we decide to go on the 28th. Strength training starts in the winter, leading to March, April where they start to train on their bikes as well as at Hardwood Hills. The funding allowed for the Team to purchase insurance, trail/race fees to cover the season.

17/42

Program Enhancement 2016-2017 Project Summary Report 2

PEG# 6

Project Title Find your Wild Outdoor Education

School(s) Huntsville Alternate Education and Training Centre

Project Lead: Tara Smyth

Summary: Students participated in outdoor activities with an emphasis on leaving no trace, the value of preserving our environment, collaborative team games and exploring potential careers as firefighters. Students enjoyed outdoor education opportunities for three different mornings. PEG# 7

Project Title Tree Top Trekking

School(s) Lindsay Alternative Education Centre (LAETC)

Project Lead: Warren Kimble

Summary: The project allowed students the opportunity to participate in physical education outdoors. Emphasis was placed on improving communication skills, problem solving, and teamwork. The students participated by completing various high ropes courses. Individual successes were unique to each individual. For example, some overcame a fear of heights, some worked as a team encouraging each other to complete the course, some used the activity for relieving stress. PEG# 8

Project Title Learning to Breathe

School(s) BMLSS

Project Lead: Casey Roberts & Andrea Di Febo

Summary: Students were surveyed pre and post program and reported the following: 1. An increase in gratitude (10%) 2. A 3% increase in their ability to focus at school 3. A 50% increase in their ability to be respectful at school 4. Every student noted an increase in self-compassion, and self-motivation in challanging situations when rated on a scale of 1-5 5. Students saw a 20% motivation to learn PEG# 9

Project Title Raise the Bar Fitness Challenge

School(s) BMLSS, GHS, HHS

Project Lead: Eric Crowe

Summary: The event was very successful. We had over 120 participants compete individually, followed by teams of five. The support and encouragement students provided to one another throughout the day was amazing. We plan to build on this momentum and pitch the challenge to the south side of TLDSB. PEG# 10

Project Title Wellness Through Feed All Four Initiatives

School(s) FFSS

Project Lead: Ray Este

Summary: We were looking to wellness in the building, and used FAF as a platform. Instead of having one off events, we were looking to inspire students to become leaders for wellness events. We ended up having more events than were originally planned, and the students planned out events in September at their leadership retreat (part of another PEG grant). Students who had been spectators for wellness events this year became leaders. The highlight would be a student who presented at all our FAF events was approached and will now be working with the Me to We organization. PEG# 11

Project Title Diversity and Human Rights Education

School(s) FFSS

Project Lead: Cara Anderson

Summary: PEG #11 surrounded attending events held by the Simon Weisenthal Centre. Students grades 9 - 12 attended Freedom Day in Toronto in September. This was a positive and inspiring event. Then, the Tour 4 Humanity Bus will attend FFSS on June 14th.

18/42


PEG# 12

Project Title TLDSB Battle of the Books - Secondary Schools

School(s) Fenelon Falls Secondary School

Project Lead: Ann-Marie Carruth

Summary: May 4th, 2017 FFSS hosted the TLDSB secondary school Battle of the Books. Six of the seven schools attended and participated. We ran eight rounds of games. Students involved read between one and ten novels, selected from lauded Canadian authors. The games consisted of trivia questions randomly selected from each of the 10 books. Students answered over 900 questions correctly on the day of the event. This year, there was a 1st place, 2nd place and 3rd place team, determined via semi finals and final rounds. Over one hundred students were involved in some part of the process. The day of the event approximately 40 students participated. Some schools brought a second team and or substitute players. PEG# 13

Project Title Fitness Classes

School(s) FFSS

Project Lead: Julie Rocheleau

Summary: We hosted fitness classes right after school every day this year. Overall it's a huge success for staff and students. We embrace Feed All Four here at Fenelon Secondary and taking care of the physical self impacts the whole being. The relationships fostered between staff and students create a very positive environment of acceptance and pride. During exam periods we move after school fitness to 1pm to students have a place to de-stress. This type of program gives kids a positive place to unleash and get fit or body and mind. Win-win... PEG# 14

Project Title Commitment to Student Leadership & Mentoring

School(s) Fenelon Falls SS

Project Lead: Kelly Neumann

Summary: Each year, this project has become increasingly effective and impactful. This year, student leaders from across all four grades came together and accomplished a number of great projects. They included (but are not limited to): Week of Kindness, Wellness Week, Grade Assemblies, Electronic Announcements, Christmas Assembly, Take Your Kid to Work Day, Elementary School Reach Tournament, Mini We Day, Remembrance Day Assembly, Morning & Between classes music, Club Council. These projects are all in addition to the contributions students made to various clubs within the building. PEG# 15

Project Title Getting on Board with Books


Project Lead: Ann-Marie Carruth

Summary: The project was a great success. We took a diverse group of 25 students to the Oshawa Indigo Chapters to purchase student vetted books, on November 7th 2016. The students ranged from grades 9 through 12, boys and girls, straight and not, academic and applied, college and university level, with interests ranging from Manga and Graphic Novels, to YA fiction, to high level adult classics and contemporary fiction. PEG# 16

Project Title Tree to Table Mapley Syrup, Phase 2


Project Lead: Colleen Carew

Summary: A senior construction class successfully constructed a concrete pad that was used for the maple syrup evaporator. PEG# 17

Project Title Theatre Production in the Gravenhurst Community

School(s) Gravenhurst High School

Project Lead: Earl Sacrey

Summary: Our inquiry question was “How does the production process which we have learned at GHS ‘scale up’ to a professional space? What skills and experiences are the same? What changes?” Our inquiry question was addressed by mounting a full-scale production at the local Gravenhurst Opera House, complete with fully-constructed sets, an a full rack of gorgeous costumes. This was done as a culminating activity in the senior drama class. The production was a big success overall, drawing a large community crowd (the largest single night crowd I've seen at a GHS show), and it created a real feeling of pride among the students. Working at this scale really made the students feel like professionals, and it really created excitement about the final product.

19/42


PEG# 18

Project Title GHS Chapters Book Buy

School(s) Gravenhurst HS

Project Lead: Penta Ledger

Summary: Students from ENG1P and ENG4C completed preliminary work to find suitable books for the GHS Library Learning Commons (LLC). Many were successful in purchasing their desired books and they especially enjoyed personalizing book plates for each of their purchases. Putting their names in the books allowed them to understand their purchasing as a legacy project and strengthened their connection to the LLC. The survey data indicates that 75% of students will tell their friends about the books they bought and their experience. On a scale of 1-5, students indicated that they were excited to read the books they purchased (avg. 4.46), that they had a better understanding of purchasing processes for library books (avg. 4) and that they had a stronger connection with the library after this experience (avg. 3.54). PEG# 19

Project Title Gravenhurst HS Learning Grounds

School(s) Gravenhurst HS

Project Lead: Penta Ledger (Sue Buckingham)

Summary: The project will continue into next fall because of the timing and coordination needed for the creation of the outdoor learning space. The paintings are currently being worked on and should be complete by the end of the semester. The learning space will be worked on in phases. By the end of this year, we are planning on having the new pathways constructed, trees planted, raised gardens in place and the area marked out. Next September, we will be looking to have the benches constructed and shrubs planted. PEG# 20

Project Title Robotics

School(s) Haliburton Highlands S.S.

Project Lead: Dan Fockler

Summary: The Haliburton robotics team successfully designed, built and competed at two regional competitions with our robot. PEG# 21

Project Title Practical Academics Music

School(s) Haliburton Highlands Secondary School

Project Lead: Ryan Merritt

Summary: Students used ukuleles to play along with music notation and recorded songs. The instruments were in open tuning to allow for finger dexterity and ease of play. Students benefited from tactile sensory experiences from strumming the nylon strings. PEG# 22

Project Title Literacy and Leadership in White Pine Book Clubs

School(s) HHSS

Project Lead: Michele Shapiera

Summary: Students from 4 schools gathered to hear 2 White Pine Authors speak and workshop to create an iRead video profiling why teens read PEG# 23

Project Title Artistic Based Inquiry for Thematic Exhibition

School(s) Haliburton Highlands S.S.

Project Lead: Karen Gervais

Summary: Student artists explored their personal quest to find peace in their lives amidst a world that is often riddled with overwhelming chaos, change and uncertainty. In works for the exhibition Peace of Mine at the Rails End Gallery, students explored processes (meditations, visualizations, isochronic music meant to relieve stress and stimulate creativity, time in isolation in nature) and themes (predominately nature; the cosmos; painting itself) that helped them "find anchors in the waves of change" as articulated by a student in the group. This theme was selected by the students through collaborative creative exercises, brainstorming and discussion. I think the most interesting outcome of this inquiry was the choice of this theme and that students articulated the need for ways to relieve stress and find calm and that most turned to nature to do so.

20/42


PEG# 24

Project Title Deeper Anatomy

School(s) Huntsville High School

Project Lead: Sara Hutson

Summary: We arranged a day to go down to the University of Guelph cadaver lab. The grade 12 Intro to Kinesiology class (PSK4U) and the grade 12 Biology class (SBI4U) classes from first semester at HHS took a bus down to the University and the classes participated in a half-day cadaver program and a half-day univeristy tour. They had an opportunity to physically interact with aspects of the curriculum and students raved about the value of the trip for both the anatomy lab and the opportunity to explore the campus. PEG# 25

Project Title Techno Girls

School(s) ALL

Project Lead: Ian McTavish

Summary: We ran an event in the fall for 50 grade 7/8 girls from around the board. The entire event was run by female students at HHS and involved creating apps, webpages and robotics. Students then ran an Hour of Code event at their schools. We also were going to have a bus take grade 7/8 students to Nipissing University to watch the First Robotics Competition but it was cancelled due to snow - a female student from Monck Public School did come to North Bay and the Ontario Provincial championships and BMLSS and GHS are starting First Robotics Competition teams. Riverside Public School started a First Lego League team and a First Lego Leagure Junior team. Both teams competed in North Bay. 50% of the team members were female. Out of the 40 teams competing in North Bay we were the only team outside of the Near North District School Board. An event for grade 9/10 girls had to be cancelled due to scheduling conflicts. PEG# 26

Project Title Winterfest 2017

School(s) Huntsville High School

Project Lead: Geoff Corbett

Summary: N/A- Project did not run this year. PEG# 27

Project Title Mindfulness for Self-Regulation

School(s) HHS

Project Lead: Andrea Laidlaw

Summary: The results of the 8 weekly mindfulness lunch sessions were significant for the students that participated. Students were fed a healthy lunch and then did mindfulness activities for 30 minutes. There were 7 students that attended regularly and were able to practice and then apply the strategies in at school and home. Students reported a new understanding of what mindfulness is, and that the tools they learned (e.g. body scan, check-in, square breathing, self talk, etc) were discreet and helped them cope with their anxiety. PEG# 28

Project Title Embrace your Inner Unicorn (OUTshine2017)

School(s) ALL

Project Lead: Clare McLean-Wilson

Summary: This yearly conference has engaged TLDSB youth and educators of diverse sexual and gender identities and expressions on issues of identity, caring for ourselves, navigating relationships and creating safer and more accepting schools. It has always been a celebration. This year we extended the party to include students in grades 7&8 from across the board. PEG# 29

Project Title 1 in 5 Wellness Symposium

School(s) HHS. GHS, BMLSS

Project Lead: Jen Rosewarne

Summary: Grade 10 students from the 3 northern TLDSB high schools attended a wellness day. They listened to a key-note speaker, shared lunch and then selected for 2 workshops (out of 14) to match their interests and needs. After a consolidating presentation they were bused to their respective schools.

21/42


PEG# 30

Project Title It's Time to Call in the Drums

School(s) IE Weldon Secondary School

Project Lead: Pam Koekebakker

Summary: On May 8th, Adele Racine Passmore of 'In Circle With Life' introduced the Grade 11 Drama and Photography classes to a drum circle. On May 9th, fourteen students built thirteen frame drums under Adele's brilliant teaching. It took an entire day of hard work to create the drums. These drums then sat in our classroom as they dried, and we had to wait to hear their voices. On May 15th, the drum makers spent the morning outside (in the sun, thankfully) with Adele, taking part in the awakening ceremony of their drums. They feasted their ancestors and then played their drums for the very first time, one heartbeat at a time. They were asked to share with the circle what their drum had helped them discover. They each identified themselves as, "I am ________, daughter of _____________, grand daughter of __________" and so on, bringing the line of their families into the circle with them. This led us to a performance given the same name as this project, 'It's Time to Call in the Drums", a collaboration of drama, drumming, and photography which will be presented at Weldon on June 8th, one month after our first drum circle. They have a connection to First Peoples and to their own ancestors that is deeper than when we started. PEG# 31

Project Title IE Weldon Envirothon Team

School(s) IE Weldon

Project Lead: Rhonda Dobson

Summary: A team of 5 students competed in the Regional Envirothon Competition. This competition was held at Fleming College in Peterborough. Students were tested at various stations answering questions related to Soils, Aquatics, Wildlife, Forestry and Sustainable Farming. To prepare for the competition, students participated in 6 sessions at Fleming College in Lindsay learning about the topics from 2nd year forestry students. PEG# 32

Project Title TLDSB Secondary EcoSummit

School(s) All secondary schools

Project Lead: Rhonda Dobson

Summary: A group of secondary students with 4 representatives from each school spent the day learning about how to minimize their impact on the environment while enjoying outdoor activities. The day focused on 'the leave no trace' program. PEG# 33

Project Title TLDSB student film festival

School(s) I.E. Weldon

Project Lead: Jennifer Lacombe

Summary: This year was the 10th year of the film festival. For this we held 2 events. The first was a film showcase held on November 30, 2016. Five elementary schools were invited to come. High school students worked with the group of elementary school students to create short animation and films, and special effects make-up in the morning. Then those films plus pre made films where shown to the schools in the afternoon. The second event was the judged film festival that was held on June 1, 2017. This event invited high schools from around the board to enter their films and they were judged and a number of students and their schools were awarded prizes for their film making skills. This year the grand prize went to HHSS. As well, we had a number of films shown that were a collaboration with elementary schools to help celebrate the Canada 150th. Students from Weldon and Bobcaygeon made historical films. Some of the films can be viewed at youtube.com/tldsbstudentfilms PEG# 34

Project Title Ipads and Interaction

School(s) IE Weldon SS

Project Lead: Laura Edmonstone

Summary: Our project was a tremendous success! Students learned a great deal about what strengths and skills seniors have, what seniors want to learn about and how to teach basic skills on the ipad to another person (often someone with some age-related learning challenges of their own such as hearing loss or difficulty communicating verbally).

22/42


PEG# 35

Project Title Special Olympics Track and Field

School(s) I.E Weldon, LCVI,FFSS, BML, GHS, HHSS, St. Thomas Aquinas, Archie Stouffer, JD.Hodgson, Langton, Parkview

Project Lead: Brad Monfette

Summary: This year's event was a great success. The event featured 150 special education athletes competing in 5 Track and Field events. Accompanying the athletes were about 100 staff and student volunteers plus 45 I.E Weldon students who were recruited to help run the events. The day highlights included an active warm up led by a grade 10 Live Fit class, A lunch catered by Boston Pizza, A school mascot race, 5 track events, and finally the parade of champions where all of I.E Weldon's staff and students line the track while the athletes parade around their school banners and the ribbons/medals they earned through the day. This year we also spent some money on take home items for the schools. Each school was given a large Banner to hang in their gym, commemorating the day. This way the athletes have a reminder or their athletic accomplishments when they enter the gymnasium each day. The feedback from all of the schools was purely positive. We look forward to running another great event next year. PEG# 36

Project Title School Reach

School(s) LCVI, IEWSS, FFSS and BMLHS

Project Lead: Darryl Bortolot

Summary: The four schools mentioned above participated in three regional Schoolreach tournaments from December - March, with IE Weldon advancing to the Provincial Finals in May. Approximately 40 students from the above schools participated. PEG# 37

Project Title LCVI Tower Gardens

School(s) LCVI, King Albert

Project Lead: Chris Schweitzer

Summary: In purchasing Tower Gardens to grow fresh vegetables in our greenhouse, the SPAR-Tech class of LCVI worked collaboratively to construct and maintain the system. Through the process, the group was able provide King Albert students with fresh vegetables - tomatoes, peppers, lettuce, and cucumbers primarily - over the winter months. In total, the group provided over 40 kilograms of fresh produce - free of charge - to these students. PEG# 38

Project Title Lakers are Leaders - The Leader In Me

School(s) Bobcaygeon Public School

Project Lead: Bonnie Tokar

Summary: Bobcaygeon Public School met with an official representative from the Leader In Me staff for a day of conferencing, and collaborating about what direction to move forward with based on "The Leader In Me Initiative Program." Concerns about yearly fees and specific costs to continue with the official program were of major concern. We wanted to know if we could still follow "The Leader In Me Incentive Program" as an independent school, and still be considered part of the initiative. We had staff members & students paint a logo on our gymnasium wall - Lakers Are Leaders. PEG# 39

Project Title Northern Lights Leadership Camp

School(s) ALL

Project Lead: Amanda Burda

Summary: Due to timing, staff commitments, financial strains, and availability of location we were unable to run Northern Lights Leadership Camp this year. Here was our intended goals: The Northern Lights Leadership Program is an opportunity for our students to develop their leadership potential through outdoor and experiential education. One male and one female grade seven student from all elementary schools in the Trillium Lakelands District School Board will participate in the Northern Lights experience. Students who attend Northern Lights will participate in a series of workshops and leadership initiatives that will develop their personal leadership style. In addition, each student will gather tools they need to help them to transfer their new knowledge and skills back to their home schools. The focus on transference will support students who want to facilitate change or begin other initiatives in their school. The Northern Lights experience will also include the training of two grade ten high school students from each of the secondary schools. The grade tens students will act as interns for the initiative. They will learn how to facilitate group development, improve group communication and how to inspire young people to work to their potential.

23/42


Throughout the year leading up to the Northern Lights Leadership experience, six staff facilitators will share their diverse knowledge and experience to plan the program. By the end of the Northern Lights experience the teachers will have an increased understanding of leadership development and experiential education. The educator’s new professional learning can transfer directly back into their school or classroom practice. PEG# 40

Project Title Battle of the Books

School(s) All Elementary (Grades 4-8)

Project Lead: Kim Wiles

Summary: Battle of the Books is a program that has been offered in TLDSB since the 2004-2005 school year. This motivational reading program inspires our Junior/Intermediate students to read and enjoy quality literature including Aboriginal selections. Junior and Intermediate students read ten books from a teacher-selected book list, and then compete in teams of four members to correctly answer questions based on the books in a quiz show format at the school level. During the winter months students read the selections and in February and March, prepare and compete at individual schools across the TLDSB. In March, winners of the school level competitions (both at the Junior and Intermediate levels) converged at local schools for the “Regional Finals Battles”. This year Robin Steffler (Central Senior) and Charlene Chapman (Leslie Frost) were instrumental in running the South Regionals, while I ran the North Regionals with the help of retired teachers Sue Milner and Mary Ellen Boyd. The winners from each area competed on April 5th, 2017 for the TLDSB Battle of the Books Championship at the Rene Caisse Theatre in Bracebridge. In total, 33 schools and 851 students (of those 24 schools which reported) competed during the 2016-2017 battles in the junior and intermediate divisions. PEG# 41

Project Title Travelling Props Program

School(s) Central Senior School

Project Lead: Katherine McCoy

Summary: Using the funds allocated, we were able to collect a variety of props, costumes and tools for our Travelling Props Program as well as storage materials. Classes were able to use the resources to enhance their Arts presentations in class. Central Senior also used the materials for two large scale productions throughout the year. The project has not yet advanced to the point where other schools have taken advantage of the program though many of its resources were used throughout the year at Central Senior School. PEG# 43

Project Title Kindergarten Math Inquiry and Problem Solving Bins

School(s) Dr. George Hall PS

Project Lead: Stephanie Arscott

Summary: Through this learning opportunity students showed an increased ability to demonstrate and apply their math skills and concepts in a variety of ways using a variety of materials. With a focus on number concepts and the principals of counting students became more fluent and accurate in their counting and using 1-1 correspondence. They applied counting concepts to activities in the Math Bins that involved measurement and geometry. We were amazed in the way that students demonstrated their skills in different ways when they revisited the Math Bins. Through the use of the Math Bins we also noticed that students began to use more oral language in their play with the materials, possibly in part due to the learning partnerships that they were in while using the bins. PEG# 44

Project Title Self Regulation and spin bike

School(s) Glen Orchard

Project Lead: Leann Wallace

Summary: The wondering was if having a small, child sized spin bike in the classroom would be an effective tool for self-regulation in a JK SK classroom. PEG# 45

Project Title Winter Outdoor Physical Education Days

School(s) Glen Orchard Public School

Project Lead: Brenda Mannings

Summary: Our project was very successful. Many students tried new winter activities, and others furthered developed skills in activities they had previously participated in. Many students participated in more than one activity. Students were heard saying things such as "I have never done this before and it was really hard for me but I kept going". Staff noticed several incidents of older students helping younger students (learning to skate, tying skates, helping get snow shoes or ski equipment on). We noticed an overall positive influence on school moral.

24/42


PEG# 46

Project Title ECO Summit

School(s) Grandview Public School

Project Lead: Eden Bell

Summary: I had to cancel it due to extreme weather advisory PEG# 47

Project Title K'Nex Building Fair

School(s) Gravenhurst Public School and K.P. Manson Public School

Project Lead: Michelle van Kooten

Summary: The results of this project were quite visible. In the beginning students showed limited knowledge and conceptual understanding of simple machines. Most students created independently their own objects with little communication between group members. As this project continued the growth in oral communication with a huge focus on problem solving occurred. Students discussed design, who was going to take on which task to create one structure together. They learned how to work through things going not how they had expected and sometimes started again from scratch. Students also applied their knowledge of 3-D shapes, simple machines and mapping skills to create a large community that included all 3 classes structures. PEG# 49

Project Title La Course Incroyable

School(s) Huntsville Public School

Project Lead: Anne Lindsay

Summary: Junior French Immersion teachers from across our school board were invited to participate in La Course Incroyable, based on the television show “The Amazing Race” and on the English version in TLDSB, in November of this year. Participating teachers engaged their students in the authentic task of ‘traveling’ around the world en français while solving problems and completing “hands-on” challenges. On June 9, 2017, 36 Junior-level French Immersion students from Haliburton, Lindsay and Huntsville competed in the Board finals of La Course Incroyable, based out of Huntsville Public School. Thirty-four volunteers, including French Immersion secondary students from Huntsville High School and French-speaking community members, participated in the experience. The students were actively and authentically engaged in a variety of tasks as they travelled through time across Canada, from the discovery of prehistoric dinosaurs to an encounter with two newly arrived Syrian students, who represented the future of our country. All written communication was in French during the finals and the majority of the volunteers who were stationed at each of the challenges spoke exclusively in French. A highlight this year was the fact that three teams from both Haliburton (JD Hodgson) and Lindsay (Leslie Frost PS) joined in the finals. The thirty-six students represented hundreds across the Board who participated in the lead-up to the finals of La Course Incroyable in their respective classrooms. PEG# 50

Project Title Makerspace: Exploring Math and Tech through Inquiry-Based Learning Beyond Kindergarten

School(s) Irwin Memorial Public School

Project Lead: Melanie Maxwell

Summary: Irwin students, staff, and families have all helped transform our library/computer lab into a makerspace, known as the Learning Nexus, which supports 21st century skills and inquiry learning also known as STEAM (science, technology, engineering, arts, mathematics). The Learning Nexus is a flexible learning environment where students and educators can be innovation, build prototypes, fail and re-try encouraging a growth mindset. From our Lego Wall and Magnet Wall to squishy circuits and Cubelets students now come to explore low and high tech experiences supporting creativity, collaboration, higher-order thinking and taking risks. This collaborative effort has become a huge success and a great source of pride for our school as we’re now networking with other schools in TLDSB. PEG# 51

Project Title 8th Annual TLDSB Boys Writer's Conference

School(s) Jack Callaghan PS

Project Lead: Leslie Ogilvie

Summary: We invite a small group of junior boys from schools in the board (one day from the North and one day from the south to participate in the conference. We invite three speakers to present and run workshops. This year we had an author, an illustrator and a storyteller. The male presenters connect with the male participants and encourage them in developing a love for communicating in their various mediums.

25/42


PEG# 52

Project Title Village of Storytellers

School(s) Jack Callaghan PS

Project Lead: Leslie Ogilvie

Summary: We have speakers come to the schools to tell oral stories to the students. These storytellers are all Canadian. They engage the students in folk tales and folklore. They introduce culture and worldly information into their stories to have student use their visualization skills to experience the stories. Students gain information on topics that they may not otherwise be exposed to. Self-regulation and listening skills are targeted through this experience. PEG# 53

Project Title 10th Annual TLDSB Skipping Competition

School(s) All

Project Lead: Lexie Van Kooten

Summary: The day was a huge success with 640 competitors and 23 schools. (Schools in both north and south this year!) Personal bests for all areas improved and team spirit and dedication to fitness was in attendance all day. All schools attending were positive and successful with each school taking home hardware or ribbons. PEG# 54

Project Title Robofair

School(s) ALL

Project Lead: Derek Schofield

Summary: We had 24 schools participating in Robofair 2017. We are very proud to have expanded our fair to include WeDo (primary Lego robots), Techno Girls (programming competition) and many local vendors and innovators in technology who demonstrated their equipment (drones, 3D pens, coding stations). The Sumobot competition is always the highlight of the day. We had a Junior and Intermediate octagon tables which included a new twist this year. Students had to problem solve to program their robot to traverse a ramp in the centre of the table. In order to be successful, students would have to program several motors and sensors to work autonomously on their robot to compete in two minute rounds against other robots. After the preliminary rounds, a Junior and Intermediate champions were awarded. The feedback was incredibly positive from staff and students alike! PEG# 55

Project Title Inspired King Albert and the Arts

School(s) King Albert Public School

Project Lead: Melinda Shorts

Summary: Inspired King Albert and the Arts enabled a group of dedicated students to explore different areas of the arts. Different mediums were used each week including water colours, pastels, ink, calligraphy and sketching pencils. I also incorporated lessons from being the art representative and attending Jelynne’s workshops. Members of the art group were part of a positive, engaging environment. There were no put downs or wrong answers all students were supported from where they were. Students were empowered to try everything and feel success. The culminating event was a trip to the Art Gallery of Ontario. This was a huge highlight. Not a single student had been there before. The group had a guide and completed an art project at the gallery. I have never been on a trip in which I have heard so many “wows, cool, neat” comments. Students were were exposed to so much new learning and experience. It was an experience that will stay with them for a while. PEG# 55

Project Title Inspired King Albert and the Arts

School(s) King Albert

Project Lead: Melinda Shorts

Summary: Inspired King Albert and the Arts enabled a group of dedicated students to explore different areas of the arts. Different mediums were used each week including water colours, pastels, ink, calligraphy and sketching pencils. I also incorporated lessons from being the art representative and attending Jelynne’s workshops. Members of the art group were part of a positive, engaging environment. There were no put downs or wrong answers all students were supported from where they were. Students were empowered to try everything and feel success. The culminating event was a trip to the Art Gallery of Ontario. This was a huge highlight. Not a single student had been there before. The group had a guide and completed an art project at the gallery. I have never been on a trip in which I have heard so many “wows, cool, neat” comments. Students were were exposed to so much new learning and experience. It was an experience that will stay with them for a while.

26/42

PEG# 56

Project Title Supporting Social Learners

School(s) King Albert

Project Lead: Christina Alldred

Summary: Was not able to complete PEG# 56

Project Title Alternative Seating

School(s) Huntsville Public School

Project Lead: Lucie Simpson

Summary: This year we were able to order alternative seating for our students in grade 4 and 5. We felt as though this was a need that we wanted to explore with the grant that was provided. In doing so, we were able to purchase ten new core balls and six hokki stools for our students. These were used throughout the entire year and definitely made a difference in our classrooms. Students were able to focus and engage in different tasks as we believe their movement needs were being met. PEG# 57

Project Title Empathetic Eagle Leadership Team

School(s) Lady Eaton

Project Lead: Juli Harris

Summary: We did not complete our project. PEG# 58

Project Title National Archery in the Schools Program

School(s) Langton PS

Project Lead: Leah Ryrie

Summary: Ten of our staff members completed an 8 hour training day to be qualified to instruct the NASP program for our students in Grades 4-8. Thanks to the program enhancements funds we were able to purchase a small archery kit including 6 bows with a stand, 3 targets, one drop net and 72 arrows. PEG# 59

Project Title Inclusive swim

School(s) Leslie Frost P.S.

Project Lead: Cheryl Medhurst

Summary: Through this grant all students in our grade 3/4 class were able to access swimming lessons, which leveled the playing field for our student in a wheelchair. She enabled her class to represent inclusivity in every way, because no one was thought of as "different". PEG# 60

Project Title Mixed Media Arts

School(s) Leslie Frost Public School

Project Lead: Tammy Timmins

Summary: The project was up and running as soon as the project was accepted and is still running every Tuesday and Thursday. I and an Occasional Teacher worked together to ensure the program continued on a regular basis. There were many weeks where the students asked and participated in the program more than twice a week, especially when they were dealing with difficult issues or felt isolated from their peers or experiencing heightened anxiety. Students found a new love for art, realized that they found a new skill they possessed, which transferred to creating positive self-confidence. As this was a safe and accepting room with no judgement, they learnt to take risks. By doing so, they created wonderful works of art that became part of the decor or gifts for family members. For those in low socio-economics, this allowed them to present hand made gifts created by them to love ones. This also gave them a sense of great pride. Overall, I hope to continue with this project in order to always have this space for students to express themselves creatively in a safe and accepting environment free of judgement. PEG# 61

Project Title Starlab

School(s) Leslie Frost PS

Project Lead: Charlene Chapman

Summary: I was unable to follow through with this application due to insufficient funding. The cost of the starlab is $1500 +tax and mileage fee from Toronto.

27/42


PEG# 62

Project Title Amazing Race South

School(s) ALL

Project Lead: Charlene Chapman

Summary: Students first participate in their classrooms to determine a champion team that comes to the board wide meeting to compete. We divide north and south to limit the driving required. PEG# 63

Project Title Primary Coding Club Challenge

School(s) Macaulay Public School, Bracebridge Public School, Muskoka Beechgrove Public School

Project Lead: Rebecca Bound

Summary: Weekly or bi-weekly primary coding clubs began this inquiry. From there, 3 schools were invited to MEC to participate in a day of Primary Coding Challenges. 4 different sessions occurred: Outdoor Coding, Wonder, Blockly and Binary Coding. Students were broken up into 4 equal groups from each school so that students could get to know one another. Snacks, lunch and transportation were all provided to ensure equity for all students. Students were able to see the numerous math platforms that emerge when they are simply "having fun". PEG# 64

Project Title Purposeful Play in Primary

School(s) Macaulay Public School


Summary: This program enhancement grant allowed grade 1/2 students to dig deeper and explore their inquiry questions and wonderings, based on the curriculum, much more authentically than what could have ever occurred had we not had access to funding. Students were able to explore areas of interest, in more authentic contexts, and take on leadership roles as they explored and learned alongside their peers. PEG# 65

Project Title Macaulay Math Magic



Summary: Our inquiry involved exploring whether math engagement and achievement would increase in the primary grades with the introduction of a common math area containing math games available for home and school use. The creation of so many math games was a large undertaking. The games were introduced, explored and played by staff at a PLC this year to ensure all teachers had equal access to them. Approximately 20 math games were catalogued by Key Idea in the math workroom. Due to time and logistical issues, math bags were not able to be signed out for home use this year but it is hoped this could continue next year with the addition of more games and a sign-out procedure. Primary teachers agreed that having ready access to the math games increased the engagement of all students in learning math strategies and key ideas. EQAO results will hopefully solidify this observation as report card marks seem to show some increased achievement. PEG# 66

Project Title TLDSB Canoe Leadership Program

School(s) Macaulay PS, BMLSS, HHS, GHS, LCVI, Sprucehill Adventure School

Project Lead: Brian Andreasen

Summary: Secondary students from BMLSS, HHS and LCVI successfully completed their Camp Canoe Instructor certification at Yearley on April 28-30. They then used their paddling and instructing skills to guide grade 7 students from Macaulay PS through their level 1 and 2 canoeing skills, as per the ORCKA certification.

28/42

PEG# 67

Project Title TLDSB Dragons Den

School(s) Macaulay, VK Greer, Watt, Glen Orchard, Muskoka Beechgrove, KP Manson

Project Lead: Mark Janke & Brian Andreasen

Summary: Our focus this year was to improve students financial literacy and presentation skills. In previous years our ‘dragons’ identified these two areas as needing improvement. To achieve the first goal we spent more time with students focusing on financial literacy skills and demonstrating their importance to the world of entrepreneurship. We also used our ‘dragons’ as voices of experience who could emphasize the importance of financial literacy in the business world. As a team we developed and provided the students with a new financial model to aid their planning. In an effort to improve the ‘pitches’ themselves we introduced students to newer/fresher means of communicating information. Emphasis was placed on creating short video clips, interactive models and creating infographics as options for communicating their thinking as opposed to less engaging yet traditional powerpoint presentations. Our dragons this year indicated that groups had much more realistic financial reports and a better understanding of their importance. While they did see some improvement in the pitches, there continues to be more work needed to be done in that area. PEG# 68

Project Title Mindfulness at Macaulay



Summary: While we were able to successfully complete part of our project proposal, that being a designated mindfulness area inside the school, our other 2 parts of the proposal are still being planned. The vision for this grant began when staff came together in September and agreed to remove the "white bench" which had become a "negative" space where students would sit when in trouble. What this grant did was allow both students and staff to decide to create a positive, mindful space at the front of the school for our everyone. 2 Muskoka chairs, a table, a plant, many mindful books, and putty, were purchased. Students, parents, staff, community members have all been accessing this area as a "safe, mindful, positive" place of peace. It has been truly amazing! PEG# 69

Project Title Hands on Science

School(s) Mariposa E S

Project Lead: Lori Moore

Summary: The project involved Scientists in the Classroom coming into 2 of our Junior classrooms. Parents helped assist in the classrooms. Students were very excited, engaged, and learned a great deal about electricity. After students journaled about their experience, I was prompted to apply for further electrical studies in the form of an on-line workshop with Science North in Sudbury. It was complimentary from an Ontario Government grant. Our class received a box of supplies to keep which will be used next week to teach our Kindergarten Learning Buddies how to make different types of circuits. My grade 5/6 class is very excited about sharing their learning. PEG# 70

Project Title Outdoor Inquiry Classroom

School(s) Monck Public School

Project Lead: Nicole Veitch, Kathy Belanger, Angie Medley

Summary: We created and designed a safe fenced in area outside our school front to encourage outdoor learning and inquiry. Within our area we have a large garden which we plan to plant native species of flowers and shrubs to encourage our butterflies, preying mantis and other inquiries (animals we learn about) to visit/live in. We will also have planters along the fence to grow vegetables. We plan to harvest these vegetables and have a celebration (harvest style feast) with all the classes. PEG# 71

Project Title Healthy Active Living Equipment

School(s) Muskoka Falls Public School with support and mentorship from Pine Glen Public School

Project Lead: Robin Creasor Lockhart

Summary: With a school wide approach to increasing awareness of Healthy Active Living and hopes to improve self regulation, improvements were noticed in some areas of the grade ⅘ class. Learning skills improved from term 1 to term 2 in all but 1 case. Results from the class survey showed an impact too. One student responded, “Yes it helps me in Math. I am much calmer and focussed. Another student stated, “It changed my Math because after

29/42


gym class I feel tired so it helps me with being more concentrated on Math.” Specifically student voice was collected throughout the year referenced boot camp as a strategy to upregulate enough to be ready for school. One student quote was, “the bus ride made me tired and after boot camp I felt more awake and ready to learn”. Boot camp was also referenced as changing home behaviour. “When I am feeling stressed at home, I just want to get moving”. Class wide results showed in Grade ⅘ students were more aware about how they were feeling and how others perceived them as evidenced by the strong correlation of 23 of 26 kids whose self rating matched teacher ratings. Furthermore, my Math class followed Phys Ed and no office referrals were made within the first block within the entire inquiry. This represented a significant decrease in referrals in past years during the same learning block. When reviewing our observation notes and listening to students speak, it appears intermediate students have increased their muscle mass and have toned up their bodies as the year has progressed. They are beating their personal bests and challenging their peers. They are able to do more with the equipment as the time progressed throughout the year.

PEG# 72

Project Title Putting the ‘Self’ into Self Regulation at Muskoka Falls!

School(s) Muskoka Falls PS

Project Lead: Jodie Inkster

Summary: This project had the goal of supporting students (from as young as first year Kindergarten) to understand what the needs of their bodies were, in the most basic of ways. This grant money allowed for several alternative seats and devices to be purchased to support many learners over the course of the school day. We had been learning all year about how to understand our body and the things that it needs in a day. Students were quick to identify food, drinks, sleep, yet they did not identify movement. Our class has several movement breaks during the day, and when we started to talk about how good it is to move, we noticed that some body’s move even when on the carpet. When the alternative seating and devices arrived all students were provided with a chance to explore how each device worked. Then our training program (or our science experiment) started. In the beginning staff would suggest (and keep track) of what equipment was used by what person and when. In May, we released that control to our students as they were showing that they could be respectful towards others when deciding if they needed to use some of the alternative seats and devices. This project will continue next year, including the opportunity for the second year Kindergarten students to teach the first years. Students were engaged right from the beginning when we labeled the needs of our bodies and brainstormed how in a classroom setting we could respectfully honour those needs. We would have check ins to discuss what was working well and not working well and students felt comfortable to share their ideas and thoughts for how we could change things up. The classroom has an established calm spot which is used on a daily basis. Recently a student recognized and complimented a classmate for using the calm space to collect their thoughts before solving conflict and how well that conflict resolution went.

PEG# 73

Project Title Be Our Ally

School(s) Positive Space Committee, Parkview PS, Fenelon Township

Project Lead: Carrie Pearson

Summary: I had Sheatre theatre troupe come to Parkview PS and Fenelon Township to perform their Be Our Ally production that tackled homophobia and bullying. The performance consisted of a problem play where the characters made bad choices. The second part allowed the students to stop the action and become the characters to change the outcome for the better. It was powerful and the students left talking about it and supporting a student who actually came out during the discussion. It was amazing. It would be great to get it out to more of our schools! PEG# 74

Project Title Performances and Workshops

School(s) Muskoka Falls Public School

Project Lead: Renee Nawrocki

Summary: Our entire school viewed the Faustwork Mask Messenger Performance (The transformative power of masks, using masks to create character, use of voice and body language to enrich character). Our Junior Division participated in a Drama Workshop following the performance. They also attended a musical concert in Orillia. Results: Students were exposed to live performances and were visibly more engaged in the Arts throughout the year.

30/42


PEG# 75

Project Title Wellness Carousel

School(s) Parkview Public School

Project Lead: Pat Miller

Summary: Workshops were offered to our primary students that supported the Boards' "Feed All Four" program. The format for the day followed the highly successful "Arts Carousel" that was offered to teachers in June 2016. Experts in the field of nutrition, fitness, outdoor education, and art visited our school and offered workshops in their area of expertise. PEG# 76

Project Title Scientists in the School

School(s) Parkview Public School

Project Lead: Pat Miller

Summary: A scientist from "Scientists in School" visited the grade 1 and 2 classes at our school to support the science curriculum and deliver a hands-on, inquiry based program to our students. For example, students in grade 2 participated in a program titled, "Looking at Liquids." PEG# 77

Project Title Outdoor Learning Classroom & Toolkit

School(s) Pine Glen Public School

Project Lead: Catherine Macrae

Summary: I was thrilled to be able to order resources for my outdoor classroom with my Program Enhancement funds (PEG #77). When I applied for the funds, I was hoping to purchase some larger items for our outdoor space. I was thrilled to have $1000.00 to spend but I couldn't purchase the larger items that were on my wish list (e.g. outdoor furniture, large chalkboard). The total of the smaller items for the outdoor learning toolbox came to $540.00 After emailing Heather Truscott, I purchased a light panel with my remaining funds. The magnifying glasses and weatherproof clipboards allow us to ask questions about and describe some natural occurrences we are seeing in our outdoor learning space. We are able to closely observe and then write and draw about what we see. For example, we were fascinated by a family of groundhogs that live in our yard. Hours were spent poised by the groundhog hole waiting for them to pop up. Watching and waiting lead to authentic writing opportunities for our students. The buckets and shovels were important tools for our worm inquiry. We spent hours searching for worms, digging in the dirt and creating habitats for the worms to live in while we observed them. We had a core group of students who were involved in a worm inquiry. Having the outdoor learning toolkit at hand, allowed for authentic and engaging opportunities for our students to observe and record living things in our yard. PEG# 78

Project Title Cooking for Life

School(s) Pine Glen

Project Lead: Caroline Heyblom

Summary: Through evaluating own eating habits (and that of their family), research of current data on the effects of sugar, salt, and fats, students in grade eight became more aware of the effects of what they eat. Most students found that they either changed their eating habits or became more conscientious to check food labels to assess if the processed food that they were about to eat is healthy for a nutritionally balanced diet. Through the active planning, evaluating (for nutritional and cost value), and preparation of "from scratch" meals, students also became more engaged in the selection and enjoyment of foods. PEG# 79

Project Title Feed All Four Space

School(s) Pine Glen Public

Project Lead: Luke Felhber

Summary: At the beginning of this year's Feed All Four Space project we were interested in finding out how increasing the awareness and use of our Feed All Four Space would impact staff and students with regard to attendance, morale, mental and physical health and engagement. In consultation with students we used this year's funds to purchase fitness equipment that enhanced what we already had in the Feed All Four Room. Through the process we found that student engagement in Fitness and mindfulness activities increased. In general attitudes towards physical health and fitness also improved. Students who at the beginning of the year were disengaged from PhysEd, mindfulness and health learning were actively participating in gym classes, engaging in yoga and mindfulness activities, and independently asking to use the equipment in the Feed All Four Space during their own break times.

31/42


PEG# 80

Project Title QVPS on the Move

School(s) QVPS

Project Lead: Nathan Stephenson

Summary: EQAO contextual data results indicate that 50% of our grade 3 and grade 6 students never, or almost never participate in after school activities. When surveyed, our students want to take part in different activities; however, financial restraints on families stop them from doing so. Typically we have found that our students tend not to believe in themselves as learners and tend not to have a growth mindset. We have engaged students in activities that directly reflect their interest; they took chances and continued to develop a growth mindset as they saw themselves as learners in new situations. Through dance, rock climbing, outdoor education, and lacrosse our Program Enhancement offered student an opportunity to try a range of new experiences and see themselves as successful. PEG# 81

Project Title Trithlon Training

School(s) Riverside Public School

Project Lead: Katie Pellerin

Summary: We engaged in a three-week triathlon training program with 50 grade 7/8 students. This was the second year of the program and the results were incredible. Students were looking forward to tri-training. Further, we added a weight training component which hooked some of our reluctant students. PEG# 82

Project Title Good for the Body, Good for the Brain Part 5

School(s) Scott Young

Project Lead: André Quesnel

Summary: Students who exercise vigorously at the beginning of the school day show improvements in self-regulation, academic performance, ability to focus for extended periods of time, self-esteem and mental health. These are documented finding that I have observed in my class for the past 5 years. PEG# 83

Project Title Accurately Measuring Fitness Goals and Progress

School(s) Scott Young Public School

Project Lead: Adam Hiscock

Summary: With the budget provided I was able to purchase 11 fitness trackers that track heart rate, calories burned, steps and time active. My students would wear the trackers 24/7 for a two week period before switching with another student. Students collected data from their devices that gave them measurable information of their fitness levels. Students were able to monitor their baseline fitness and compare to averages and guidelines that are set out for students their age. They were also able to monitor their physical activity levels on a day to day basis and make comparisons about how active they were depending on the day. In general, the concept and initiative that was taken in this PEG was good however the limitations that occurred and unforeseen circumstances made for quite a few complications. The activity trackers purchased with the budget made for problems that could not be avoided. With the amount of money given PEG# 84

Project Title Thinkers and Tinkers - Renovating Learning


Project Lead: Principal - Carrie Pilgrim

Summary: Scott Young students have been able to use our Maker Space area to learn in a wide variety of ways which are hands on and involve students in a collaborative and creative process to build and design in a purposeful way. The funds helped us to start purchasing equipment which will be accessible to all students. This year the funds were used to purchase robotics kits as well as kits which allow students to create an explore structures (bridges, alternative energy sources etc). Students and teachers have benefitted from the experience and opportunity of this type of learning environment. PEG# 85

Project Title Aiming to Soar


Project Lead: Brian Buckingham

Summary: The project this year was immensely successful for those who could attend. Students who demonstrated a need for social connection, signs of emotional distress, or exhibited vulnerabilities within the learning environment were invited to participate. The students selected were from a range of age groups and classroom settings. The goal of the day was to promote teamwork, collaboration, and physical engagement in order to encourage risk taking and to build health peer relationships. After the culmination of the activities,

32/42


students have continued to display increasingly positive attitudes toward their peers, and have (in nearly all instances) developed new, healthy peer relationships that would have otherwise been unrealized. PEG# 86

Project Title Inquiry Based Learning through Collaboration

School(s) Spruce Glen Public School

Project Lead: Melanie Blackburn

Summary: Through the children's lead, based on their interests, we were able to invite in, and go on various field trips to support student learning through an inquiry based and collaborative approach. Students were better able to describe connections when involved directly in learning, they used more descriptive vocabulary and thier student work samples and play based learning showed rich play and conversations taking place. They articulated their learning in a more clear and explicit manner - and approached this type of learning with a more positive approach! PEG# 87

Project Title Fitness, Wellness, and Math

School(s) Spruce Glen PS

Project Lead: Elana Robson

Summary: Did not complete PEG# 88

Project Title FDK "Kinder-Garden"

School(s) Stuart Baker Elementary School

Project Lead: Terri-Lynn Holden

Summary: We have been very excited about our project results. We were able to grow a variety of plants using the Tower Garden. The students were able to make predictions and ask questions. They were able to plant seeds and observe their growth. They were able to taste a variety of plants and then decide which was their favourite. PEG# 89

Project Title Building Project - Standing Workstations

School(s) VK greer

Project Lead: Jenn Pitts

Summary: I was unable to run the project. I couldn't get enough volunteers to supervise groups in building the tables. PEG# 90

Project Title Supporting Math and Science through Building Club

School(s) Watt Public School

Project Lead: Nicole Calvert-McKeag

Summary: With the PEG grant money, we were able to purchase 4 WeDo Lego sets, which allowed 8 students to collaborate at a time on a project. Projects were loaded on the iPad using the LEGO education app and guided students through multiple building and coding projects. We also purchased an assortment of Lego for free-style creative building. I was very pleased with the student's efforts to help each other problem solve, especially with certain student who can find this task challenging at times. Students were able to transfer knowledge to the robotics club when it began. PEG# 91

Project Title School-wide Enriched Arts Program

School(s) Watt PS

Project Lead: Nicole Calvert-McKeag

Summary: Art club was held weekly for grades 1-3 and grades 4-8 for 1 nutrition break and recess. Grade 8's also had 4 afternoons of art, 3 of which were hosted by a guest artist at which time they created hanging metal sculptures and fused glass panels. They have experimented with pastels, acrylics, watercolours, gelli printing and ink pens to create multiple final art products. PEG# 92

Project Title Disc Golf

School(s) Watt PS

Project Lead: Kim Small

Summary: Unfortunately due to delays in ordering the equipment has only just arrived at our school this week.

33/42


PEG# 93

Project Title Artist in the School Program/Haliburton Highlands Arts Council

School(s) Cardiff ES, Wilberforce ES, Archie Stouffer ES, Stuart Baker Es, JDH ES

Project Lead: Elaine Fournier/Charlene McConnell

Summary: All workshops were welcomed and extremely successful. Evaluations received by both educators and artists were positive and encouraging. PEG# 94

Project Title White Ribbon Campaign/Power of Being a Girl

School(s) Thorah PS, Beaverton PS, Sunderland PS, McCaskills PS, Woodville PS, Ridgewood PS, Kirkfield PS, Langton PS

Project Lead: Jo-Anne Plumpton

Summary: A "Love the Skin You're In" event involving 340 girls, 8 schools, and 2 Boards of Education. Each girl was provided the opportunity to reflect/respond/email following an interactive presentation which unpacked the myriad of influences affecting the self-image of our Gr 6-8 girls. Each girl was given the option of reflecting/responding/emailing after the presentation. Anecdotal and audience comments indicate a deeper understanding/awareness of how media can influence how we measure and see our own selves; real ways preteen girls can support each other; disclosure of personal struggles; and personal relaxation/mindfulness techniques (Note: The portion of White Ribbon Event was postponed because of national delivery model changes which include only all-gender students) PEG# 95

Project Title TLDSB Amazing Race - Haliburton & Muskoka

School(s) ALL (schools in North)

Project Lead: Robin Allison

Summary: A google folder was created and sent to all grade 5-8 teachers in schools in the North and South. The folder included all necessary documents to run the 2016-2017 race route in classrooms (audition information, anchor charts, blackline masters, timelines, races, etc...). Charlene Chapman then assumed leadership over the experiences in the South, and took over leadership in the north. The feedback from teachers was that the Google Drive folder made it much easier for teachers that had never participated in the Amazing Race to feel supported in pursuing the opportunity. This year 19 schools in the North participated in the program at the classroom level, and 10 schools in the North participated in the TLDSB finals held at Macaulay. The schools that participated were: Irwin, Monck, Macaulay, Watt, Muskoka Falls, Pine Glen, Spruce Glen, Archie Stouffer, Glen Orchard, and BPS). Of those schools only 6 required supply teachers, as the other 4 schools managed to recruit parent volunteers. As per tradition, the final leg of the race took place in Canada, with the chosen province for 2017 being Manitoba. At the finals, every school brought prizes for each student, and the winning team received medals as well as free passes to Muskoka Aerial Park (courtesy of Santa's Village).

34/42




DATE: September 20, 2017 TO: Trustees SUBJECT: Elementary EQAO Assessments Report ORIGIN: Andrea Gillespie, Superintendent of Learning Katherine MacIver, Superintendent of Learning REFERENCE: September 26, 2017 – Regular Meeting of the Board

PURPOSE: To provide Trustees with information about the 2016-2017 EQAO Primary

(Grade 3) and Junior (Grade 6) assessment results. CONTEXT: The Education Quality and Accountability Office requires that every school

board administer comprehensive assessments to Grade 3 and Grade 6 students in reading, writing and mathematics.

CONTENT: The Grade 3 and 6 EQAO assessments for 2016-2017 were written between May

23 and June 2, 2017.

Our results show that we have increased in five of the six areas. Our Junior Math score shows a 1% decline. This will continue to be the area of focus for professional learning, student monitoring and intervention. Students with Special Needs results mirror the results above. TLDSB increased in five of the six areas with a 3% decrease in Grade 6 Math. We plan to focus on that area to ensure proper accommodations to close the gap.

11-12 12-13 13-14 14-15 15-16 16-17

TLDSB Prov TLDSB Prov TLDSB Prov TLDSB Prov TLDSB Prov TLDSB Prov

READING

Gr 3 67 66 71 68 70 70 N/A

68 72 72 74

Gr 6 73 75 76 77 80 79 75 81 78 81

WRITING

Gr 3 73 76 77 77 74 78 N/A

64 74 70 73

Gr 6 68 74 71 76 72 78 69 80 73 79

MATH

Gr 3 69 68 69 67 67 67 N/A

59 63 64 62

Gr 6 54 58 52 57 49 54 39 50 38 50

35/42




DATE: September 20, 2017 TO: Trustees SUBJECT: Secondary EQAO Assessments Report – 2016-2017 ORIGIN: Bruce Barrett, Superintendent of Learning Katherine MacIver, Superintendent of Learning REFERENCE: September 27, 2017 – Regular Meeting of the Board

PURPOSE: To provide Trustees with information about the 2016-2017 EQAO Assessment in

Secondary Schools. CONTEXT: The Education Quality and Accountability Office requires that every school

board administer comprehensive assessments in Math (grade 9) and Literacy (grade 10).

CONTENT: The Board rate for Grade 9 Applied Math Students is 53%, 9% over the

provincial average. The Board rate for Grade 9 Academic Math students is 79%, 4% under the provincial average. In terms of Students With Special Needs (SWSN), the Board rate for Grade 9 Applied students with an IEP is 47%, 10% over the provincial average. The Board rate for Grade 9 Academic students with an IEP is 84%, 14% over the provincial average.

For the OSSLT, the Board rate for Grade 10 Applied English students is 54%, 10%

over the provincial average. The Board rate for Grade 10 Academic English students is 95%, 3% over the provincial average. The Board rate for SWSN in Grade 10 English with an IEP is 54%, 3% over the provincial average.

36/42



DATE: September 26, 2017 TO: Trustees SUBJECT: SEAC Minutes dated June 6, 2017 ORIGIN: S. Binstock, Trustee REFERENCE: September 26, 2017 – Regular Meeting of the Board

PURPOSE: To provide the Board with the SEAC Minutes. CONTEXT: The attached minutes provide information on the latest SEAC activity. CONTENT: The SEAC Minutes attached includes information on:

Updates and Projects

Planning Discussion

Association and Community News

Department and System Updates

37/42


SPECIAL EDUCATION ADVISORY COMMITTEE Minutes

Date: June 6, 2017 Time: 5pm Location: Dinner Meeting at HCEC Members Present: J. Balfour, Trustee S. Binstock, A. Brown, S. Bullock, D. Callan,

R. McHugh, Trustee D. Morrison Regrets: S. O’Hare Staff Present: J. Andreasen, J. Johnston, K. MacIver

1. Welcome & Introductions

2. Approval of Agenda

Moved by A. Brown, seconded by D. Morrison That the agenda be approved as amended Carried.

2. Approval of Minutes of May 2, 2017 SEAC Meeting Moved by A. Brown, Seconded by D. Morrison That minutes from the May 2, 2017 SEAC meeting be approved as presented Carried.

3. SEAC Input into the Special Education Budget for 2017-2018 Superintendent Katherine MacIver shared the Report to SEAC: Special Education Department Budget for 2017-2018 with SEAC for information.

The Report outlines information about the draft Special Education operational budget and staffing allocations for 2017-2018.

Information was also shared about the Ministry of Education funding formulas.

SEAC passed the following motion:

Moved by S. Binstock, seconded by S. Bullock

That the TLDSB Special Education Advisory Committee accept the Report to SEAC: Special Education Department Budget for the 2017-2018 School Year for information.

Carried.

38/42

SEAC Minutes 2 of 5

2

4. Department and System Updates Superintendent Katherine MacIver shared the following updates with SEAC:

Central Table Funding o The CUPE Central Table Funding will support 11 additional

permanent EAs in TLDSB. 6 FTE equivalent EAs will be allocated to further support

schools (0.5. to 12 different schools). 5 EAs will be Itinerant EAs supporting behaviour and autism.

o The PSSP Central Table Funding will support an increase of 0.2 to one of our Speech Language Pathologist role and will also allow for some summer support (completion of assessments for SLP or psychoeducational assessments).

o The OSSTF Central Table Funding will support additional sections in high schools and fund Learning Strategies and Resource periods.

o The ETFO Staff funding is still under negotiation.

Planning for 2017-2018 o Focused Professional Development for Itinerant EA Staff &

Instructional Leads o Furthering the work on IEP quality

District Principal Jennifer Johnston shared the following updates with SEAC:

System Updates: o Applications for the System Classes have been received from

schools and are being reviewed by Central Staff. o The Learning Strategies Teachers have been doing some work

about Executive Functioning through TLLP Program. o Twitter hashtag #wwdipa – ‘What we do in Practical Academics’- is

being used for sharing resources and ideas between Practical Academics and Life Skills Courses throughout the board.

o On June 5, 2017 there was an Assistive Technology Learning Evening for parents/guardians in Muskoka. It was well received and well attended.

o One of our Psychoeducational Consultants are currently working on an Exceptionality Brochure for MID.

39/42

SEAC Minutes 3 of 5

3

5. SEAC Projects 2016-2017

Parent Survey (Janice Balfour) o Aaron Mulcaster from CKL (Community DAC) is voluntarily reviewing

the Parent/Guardian Survey from a statistical and quality point of view; hoping to have it ready for October to align with the release of IEPs.

Parents Reaching Out (PRO) Grant Discussion o SEAC members discussed ensuring SEAC presents at DSC-PIC

each year. o The focus of the PRO grant application will be on developing

professional videos and/or outreach opportunities to assist parents/guardians and community partners in understanding Special Education in TLDSB (based on survey results identifying parent/guardian needs and challenges).

Updates for the Special Education Plan Section 8 (Jennifer Johnston) o The proposed revision of Section 8 was shared with SEAC. Changes

were made to language to ensure understanding of the assessment process in TLDSB and to remove some of the internal operational references.

6. Other Items for Discussion or Action

SEAC Orientation Topics for Current/New Members o PACC on SEAC Handbook

Three videos- purpose, roles and meeting processes videos;

May be beneficial to members to review videos at future meetings

o Consider development of an Electronic SEAC Community

Google Classroom or Team Drive with minutes, agendas, documents, resources, ‘chat’ or Q&A option, community news/postings; further discussion on format to occur in September.

SEAC Meeting Schedule Approval for 2017-2018 Moved by D. Callan, Seconded by A. Brown That the SEAC Meeting Schedule for 2017-2018 be approved as presented Carried.

40/42

SEAC Minutes 4 of 5

4

Topics of Interest for 2017-2018 o PAAC training videos o Google classroom learning o Behaviour strategies & new Itinerant EAs o Special Needs Strategy (standing agenda item) o System Classes o Parent/Student Voice

SEAC Projects for 2017-2018 o Parent/Guardian survey o Presentation to DSC-PIC o Parent/Guardian videos/ resource development o Special Education Plan section review

SEAC Yearly Expenses Submission

7. Association and Community News Stacey Bullock from Community Living Huntsville shared the following with

SEAC:

Community Living Huntsville is involved in the Band on the Run which is occurring in Huntsville

Rose McHugh from Community Living Trent Highlands shared the following information with SEAC:

The CKL/ Haliburton and Peterborough Community Living Associations are working toward amalgamation’ the name will be Community Living Trent Highlands

Community Representative Andrea Brown shared on behalf of Community Living South Muskoka:

There will be a Spaghetti Dinner on June 7th at 5pm at the Baxter Community Centre as part of Community Living South Muskoka’s 50 year celebration

8. Correspondence

Education Accessibility Standard Engagement (Ministry of Education) o An invitation to provide input was shared with SEAC o Janice Balfour will recommend that in CKL it be shared at the Community Planning Table o SEAC members were encouraged to request their organizations provide feedback if/where possible

9. Future Business

See item 6 above

41/42

SEAC Minutes 5 of 5

5

10. Next Meeting

Tuesday, September 5, 2017 5pm via teleconference

11. Adjournment

Moved by A. Brown That the meeting be adjourned Carried.

42/42

Date post:	18-May-2018
Category:	Documents
Upload:	dodan
View:	213 times
Download:	0 times

REGULAR MEETING OF THE BOARD AGENDA - Better...

Documents